English-Medium Instruction and the Internationalization of Universities

This edited book examines English-Medium Instruction (EMI) language policy and practice in higher education around the world, highlighting how English language usage affects the internationalization of universities, the way that disciplines are taught and learned, and questioning whether internationalization through EMI achieves the values of global citizenship and inclusivity/diversity to which it aspires. Written by experts in the field, the book includes data-based research from universities around the globe, with three chapters on Asia and the Far East (Malaysia, Japan and China), four on Europe (Denmark, the Netherlands and Italy) and one each on Africa (Ethiopia) and Central America (Mexico). Sources include policy documents, questionnaire surveys, focus groups and semi-structured interviews involving university policymakers, lecturers, students, and administrative staff. This book will be of interest to students and scholars of language and education policy, internationalization and applied linguistics, particularly English-Medium Instruction (EMI), academic English and English as a Lingua Franca (ELF).

Addresses the relationship between EMI and internationalization in the context of university language and teaching policy Frames EMI policies as both global and local phenomena, from national governments down to the choices and practices of individual teachers Examines socio-political issues such as global and national citizenship and the identity of HE stakeholders as native/non-native English speakers

Autorentext

Hugo Bowles is Professor of English Language at the University of Foggia, Italy.

Amanda C. Murphy is Professor of English Language at Università Cattolica del Sacro Cuore, Italy.

Zusammenfassung
"English-Medium Instruction and the Internationalization of Universities, edited by Hugo Bowles and Amanda Murphy, is a must-read book ... . Overall, through examining stakeholders' perceptions and policies, this book enables policymakers and school administrators to understand the urgent need for clear guidance, assisting them to formulate policies to initiate and contextualize IHE and EMI. It is also key to instructors, material compilers, curriculum designers and assessment developers who collaborate and prepare students for international challenges." (Xiaowen (Serina) Xie, RELC Journal, October 12, 2021)

Inhalt
Chapter 1: EMI and Internationalization - An Overview (Hugo Bowles and Amanda C. Murphy).- Chapter 2: EMI Challenges in Japan's Internationalization of Higher Education (Ikuya Aizawa and Jim McKinley).- Chapter 3: Resistance to EMI in the Netherlands (René Gabriëls and Robert Wilkinson).- Chapter 4: The Challenges of Internationalization in EMI Tertiary Education in Ethiopia (Amanda C. Murphy and Misganaw Solomon).- Chapter 5: The Role of English in Higher Education Internationalization - Language Ideologies on EMI Programmes in China (Ying Wang).- Chapter 6: Using English for Interaction in the EMI Classroom - Experiences and Challenges at a Malaysian Public University (Jagdish Kaur).- Chapter 7: In Search of Internationlization - Changing Conceptions of EMI Among Mexican University Instructors (Christopher Worthman).- Chapter 8: Language Usage and Learning Communities in the Informal Curriculum - the Student as Protagonist in EMI? (Kevin Haines, Monique Kroese and Diandian Guo).- Chapter 9: It Does Not Happen by Osmosis - Creating an Internationalized Learning Opportunity for all Students Requires Careful Consideration and Specific Action (Karen M. Lauridsen).- Chapter 10: EMI Students' "International Coexistence" at One Italian University (Francesca Costa and Cristina Mariotti).- Chapter 11: Beyond English-Medium Education - from Internationalization to Sustainable Education (Jennifer Valcke).